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C. tate assignment 2 part 1 technology skills for the school librarian
C. tate assignment 2 part 1 technology skills for the school librarian
C. tate assignment 2 part 1 technology skills for the school librarian
C. tate assignment 2 part 1 technology skills for the school librarian
C. tate assignment 2 part 1 technology skills for the school librarian
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C. tate assignment 2 part 1 technology skills for the school librarian


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  • 1. “Technology Skills for the School Librarian”Discussion Question 1; The lists of technology skills and competencies for educators and schoollibrarians are necessarily since 2010. Compare/Contrast/Discuss/Research anychanges or additions on items or skills that are no longer considered crucial.Response/Summary: Society are still confused about whether librarians are the same traditional librarianswho take the role of being information managers and specialists -- checking out books,reading books to students, telling them what to read (book selection). However, as citedby Harzell (1997), several “guiding principles” are needed for librarians to reach theirpotential to adequately tackle the 21st century, and they are the following focuses: a. 24-hours access anywhere to technology b. Flexible: “You must be able to move seamlessly between the roles as teacher, instructional planner, information specialist, and program administrator” (p. 17). c. Ensure that students are effective users with a wealth of challenging information; and ready to use this information. d. Ensure students are able to process the research given from information. In addition, of course, librarians must continue to participate in ongoing professionaldevelopment to become more knowledgeable about technology, and learn whattechnology belongs in the library, and when to use the technology; and continue to serveas a leader on the technology committee. In order words be involved at school,especially when it comes to making decisions about the school library (Scheeren, 2010).Also, librarians must change their image of being just the individuals who perform onadministrative duties in the library, instead begin acting “as mentors for their fellowteachers, assisting them in becoming more proficient in the use of technology” (Coish,2005, p. 19). In the past, librarian’s background educational experiences did not include muchtechnological skills, but rather librarian skills that did not require the use of librariansworking alongside teachers to assist teachers in integrating technology to teach and plantheir curriculum. Furthermore, the librarian programs provided in librarian certificationmust be examined further because many universities are not teaching pre-serviceslibrarian students the necessary technology skills needed to fulfill their librarian jobs. Surely, the skills that school librarians need are on the right track coming from theearly twentieth century as it moves forward to the twenty-first century. School librariansrole should include being vital partners in helping to create and design schools that enablestudents to learn through multiple resources and communication channels (Kuhlthau,2010). This has to be done through teachers and librarians collaborative relationships, sotraditional skills can be reinforced through technology for purposes of creativity oflearning through a whole new dimension of learning new knowledge
  • 2. ( Also, librarians must take on more leadership roles, andunderstand students and how they learn (Johnston, 2010, Even with the overwhelming technology in the world, it still does not replace thevaluable role of librarians who are still needed to work in the school libraries to provideguidance of how to access references and other service areas. However, librarians mustcontinue to acquire, maintain and update technology as society moves toward the 21stcentury. Lastly, universities must better prepare pre-service librarians through offereringtechnology subjects that integrate all facets of technology (programs, apps, hardware,media, and communication). ReferencesScheeren, W. (2010). Technology for School Librarians, Theory and Practice. Santa Barbara, CA: ABC-CLIO, LLC. librarian/. Retrieved on January 20, 2013.( whats-next-whats-yet-to-come. Retrieved on January 20, 2013.Coish, David. (2005). Canadian School Libraries and Teacher-Librarians: Results from the 2003–2004 Information and Communications Technologies in Schools Survey. (accessed January 25, 2009).
  • 3. “Technology Skills for the School Librarian”Discussion Question 3:Lack of preparation of prospective school librarians in the school library certi-fication programs is listed as a factor in their not being effective users andpurveyors of technology. Research the requirements at three institutions anddetermine the level of coursework in technology required of preservice schoollibrarians. Your task is to prepare a model course(s) that would adequately prepareschool librarians to effectively use technology. Be sure to justify your choices andinclude the educational outcomes for the course(s).Response/Summary: During the early twentieth century, without any doubt, much skepticism focused onlibrarians’ readiness skills for the job force. In other words, many people questionedwhether librarians had the tools and skills to meet the challenges of the 21st centurytechnology. Much of the problem stemmed from the educational background oflibrarians, such as the type of courses librarians took during their certification degreeprocess. Did the courses fit the overwhelming need to be better-equipped librarians withthe necessary technology skills to perform in the library? Of course, the necessary technology skills and competencies that librarians needinclude keeping teachers informed with new technology trends; a need to change attitude;a sense of comfortableness to use the internet; be familiar with search databases andcataloging software; work with e-mail and other communication means; be able to handlemost computer software and hardware problems (first echelon maintenance); be willingand open to learn new, updated and innovative technology and ideas; reflect daily onlibrarian responsibilities; manage projects; and choose appropriate technology for thetasks to accomplish (Scheeren, 2010). To continue, as cited by Scheeren (2010),according to the Colorado Department of Education (1999), librarians need to be familiarwith basic computer operations and how to assemble computers, operate video media(scanners, digital cameras, DVD players, LCD projectors, etc); use up to dateinformational technology (wiki, twitter, blogs, etc); and be able to use what now calledthe Microsoft Office programs such as Excel, Powerpoint, and Word. Furthermore, so much is required of librarians today; so having a good pre-serviceeducational background to develop responsible skills and competencies is weighedheavily on the types of library media specialist programs offered at universities.For example, some universities focus their instructional pre-service librarian program onthe application of technology; library resources and information for children and adults;research, collaborative instruction and clinical experiences. In addition, some otherrequired courses include media selection, but does not require any comprehensive exam.
  • 4. The total hours required for completion of the program range from 30-36 hours. In otherwords, the pre-service library media specialist programs required courses vary fromuniversity to university. Most universities, however, do offer worthwhile courses such asadministration and leadership, organization and access to technology, informationsources and literature for adults, practicum in school librarianship, learning technologies,a professional portfolio, media production and utilization, and school media centers. Andlastly, most states already require that librarians hold a teachers certificate beforeenrolling into a library media specialist program. So, if I had to design a coursework for an university pre-service librarian program, itwould look like the following: Research and Design Literature for Children and Adults Collaboration and Instruction through Media and Technology Computer Software and Hardware Operations Portfolio Media Production and Utilization (Information/Internet, Web 2.0, Applications— wikis, blogs, facebook, Microsoft Office, etc.) Organizational Skills for Librarians Leadership and Standards for Librarians Interpersonal Relationship and Developmental Skills Computer Literacy Across Cultures School Media Centers Field Experience Comprehensive Media Specialist Examination All in all, pre-service librarians enrolled in a rigorous university program thatinclude courses mentioned like in the above paragraph will assist librarians in the end ofbecoming better information organizers and researchers. Not only these traits, but a goodlibrary media program will help librarians to develop better basic skills of evaluating,planning, designing, executing, and applying technology. Librarians of the 21st centuryneed to have better interpersonal relationship skills, so keeping an electronic portfoliohelps librarians to be better communicators and leaders. In addition, To continue, justlike all other professions, after completing all required coursework, librarians shoulddefinitely take a comprehensive exam that covers the knowledge and skills acquiredduring their library media specialist program.
  • 5. ReferencesScheeren, W. (2010). Technology for School Librarians, Theory and Practice. Santa Barbara, CA: ABC-CLIO, LLC.Colorado Technology Competency Guidelines for Classroom Teachers and School Library Media Specialists.” portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue _0=ED433020&ERICExtSearch_SearchType_0=no&accno=ED433020 (accessed January 14, 2009). librarian/. Retrieved on January 20, 2013. Retrieved on January 20, 2013. Retrieved on January 20, 2013. Science Degree - San Jose State University Retrievedon January 20, 2013. Retrieved on January 20, 2013.